heritage language itself began to emerge as a separate field from foreign language learning. Heritage languages are also referred to as community, ethnic, ancestral, minority, or non-official languages, but the term heritage language appears to have originated with Canadian programs of this type. Methods When designing heritage language curricula and teaching methods, linguists and educators attempt to address the ways in which heritage learners are unique. In contrast to the teaching of foreign languages, heritage language teaching methods place more emphasis on literacy and experiential, content-based approaches. Because cultural identity is a definitive part of heritage language learning, languages are often taught alongside cultural practices. Teaching heritage languages is not limited to the classroom; it may be a part of other local community contexts, such as a volunteer work and internships, field trips, oral history projects, or Scout troops. Heritage and foreign language teaching One question facing heritage language programs is the relationship of heritage language learners to foreign language learners of that same language. The two types of students have different educational, cultural, and psychological backgrounds, which can lead to uneven learning outcomes if they are taught together. Heritage language learners can be taught in entirely separate programs from foreign language learners, or in courses where different types of learners are integrated to varying degrees. They may also be taught alongside their foreign language counterparts with no distinction between them, as is usually the case in college language courses. Detrimental factors to heritage language learning American immigrants often end their pursuit of heritage language learning after two or three generations in the United States, and it is now becoming more common to shift into English within two generations. The decision to end heritage language learning can stem from a variety of factors, but often includes societal pressure to use the dominant language. Some L2 speakers view the dominant language as superior or associate it with higher class society, and prefer it to their heritage language, or believe it will lead them to greater opportunity than their native tongue. Some parents discourage use of the heritage language in the home because of a fear that their children will have a harder time learning the dominant language if they are also learning another language. This belief is not supported by research. Research by Yan and Elena (as cited in Yilmaz 2016) showed better performance in bilinguals as compared to monolinguals in